In this session, PhD students will investigate the significance of developing a research agenda and its role in professional development. Participants will explore how to craft and refine their own research agendas. Participants are invited to bring their research agendas (or statements of research interests) to share/critique.
Advancing Methodologies: A Conversation with John CreswelSAGE Publishing
In this presentation, best-selling author and professor John W. Creswell addresses the future of research design, qualitative research, and mixed methods research.
Presentation for the HEA-funded workshop ‘Teaching Research Methods in Business and Management’.
Drawing on a mixture of practice and evidence, this one-day event provided an opportunity for those interested in the teaching of research methods in Business and Management – including qualitative, quantitative and mixed methods – to share experiences, insights, and good practice, and to discuss challenges and explore potential solutions.
This presentation forms part of a blog post reporting on the event which can be accessed via: http://bit.ly/1fcTwna
For further details of HEA Social Sciences work relating to teaching research methods in the Social Sciences please see http://bit.ly/15go0mh
In this session, PhD students will investigate the significance of developing a research agenda and its role in professional development. Participants will explore how to craft and refine their own research agendas. Participants are invited to bring their research agendas (or statements of research interests) to share/critique.
Advancing Methodologies: A Conversation with John CreswelSAGE Publishing
In this presentation, best-selling author and professor John W. Creswell addresses the future of research design, qualitative research, and mixed methods research.
Presentation for the HEA-funded workshop ‘Teaching Research Methods in Business and Management’.
Drawing on a mixture of practice and evidence, this one-day event provided an opportunity for those interested in the teaching of research methods in Business and Management – including qualitative, quantitative and mixed methods – to share experiences, insights, and good practice, and to discuss challenges and explore potential solutions.
This presentation forms part of a blog post reporting on the event which can be accessed via: http://bit.ly/1fcTwna
For further details of HEA Social Sciences work relating to teaching research methods in the Social Sciences please see http://bit.ly/15go0mh
Presentation for the HEA-funded workshop ‘Teaching Research Methods in Business and Management’.
Drawing on a mixture of practice and evidence, this one-day event provided an opportunity for those interested in the teaching of research methods in Business and Management – including qualitative, quantitative and mixed methods – to share experiences, insights, and good practice, and to discuss challenges and explore potential solutions.
This presentation forms part of a blog post reporting on the event which can be accessed via: http://bit.ly/1fcTwna
For further details of HEA Social Sciences work relating to teaching research methods in the Social Sciences please see http://bit.ly/15go0mh
There are both challenges and opportunities in the existing scenario characterized by heavy emphasis on collaboration, digitization and onset of social media. One needs to be connected with theme, institution, industry and society. The web 2.0 technologies make it possible for a researcher to be a connected one.
Dr Linda Corrin, University of Melbourne, discusses all things learning analytics. One of the important take-aways from this presentation is to define the question(s) before you start collecting data.
Any question that we want answered and any assumption or assertion that we want to challenge or investigate can become a research problem or a research topic for our study
Presentation for the HEA-funded workshop ‘Teaching Research Methods in Business and Management’.
Drawing on a mixture of practice and evidence, this one-day event provided an opportunity for those interested in the teaching of research methods in Business and Management – including qualitative, quantitative and mixed methods – to share experiences, insights, and good practice, and to discuss challenges and explore potential solutions.
This presentation forms part of a blog post reporting on the event which can be accessed via: http://bit.ly/1fcTwna
For further details of HEA Social Sciences work relating to teaching research methods in the Social Sciences please see http://bit.ly/15go0mh
There are both challenges and opportunities in the existing scenario characterized by heavy emphasis on collaboration, digitization and onset of social media. One needs to be connected with theme, institution, industry and society. The web 2.0 technologies make it possible for a researcher to be a connected one.
Dr Linda Corrin, University of Melbourne, discusses all things learning analytics. One of the important take-aways from this presentation is to define the question(s) before you start collecting data.
Any question that we want answered and any assumption or assertion that we want to challenge or investigate can become a research problem or a research topic for our study
Researching ePortfolios: The current state of play- Darren Cambridge, Barbara...EPNET-Europortfolio
#ePortfolios #Webinar
webianr available at https://www.youtube.com/watch?v=AUVTGmLHYmU
Published on Feb 19, 2014
Researching ePortfolios: The current state of play led by Darren Cambridge, Babara Cambridge and Kathleen Blake Yancey
This webinar was held on Friday 7th Febuary 2014 by www.europortfolio.org
This webinar discusses the research on e-portfolios, presenting the work of the Inter/National Coalition for Electronic Portfolio Research as a model for collaborative inquiry embedded within the process of implementation that both generates new knowledge and leads to successful results.
Over more than a decade, the Coalition has worked with nearly 70 further and higher education institutions in the US, Canada, the UK, Australia, and the Netherlands to better understand how e-portfolios can supporting learning, assessment, and institutional change.
The webinar will provide an overview of the Coalition's process, survey some results from cohorts that have completed their work, and discuss current questions it is investigating and how they might apply to cross-sector practice in Europe.
For more information about the Coalition and its work see http://ncepr.org/
Webinar leaders will be: Barbara Cambridge, Director, Washington Office, National Council of Teachers of English, Darren Cambridge, Principal Consultant, Networked Learning Group, American Institutes for Research and Kathi Yancey, Kellogg W. Hunt Professor of English and Distinguished Research Professor, Florida State University.
Europortfolio is a European Network of ePortfolio Experts & Practitioners.
Europortfolio, a not-for profit association established with the support of the European Commission, is, dedicated to exploring how e-portfolios and e-portfolio-related technologies and practices can help us to empower:
1. 'Individuals as reflective learners and practitioners;
2. Organisations as a place for authentic learning and assessment, and
3. Society as a place for lifelong learning, employability and self-realisation."
Europortfolio has a broad agenda, if you would wish to know more, or to get involved, you can do this by visiting our website www.europortfolio.org
Learning Objectives:
1. Describe the 8-week CIRTL MOOC, An Introduction to Evidence-Based Undergraduate STEM Teaching.
2. Identify some tools that you can use to improve STEM learning outcomes for undergraduate students.
3. Feel enabled to incorporate one or two new ideas into your teaching.
En estudios e investigación, tener un "problema" está en el centro del proceso investigativo y es el compuesto básico para generar preguntas creativas, alrededor de las cuales gira la actividad investigativa.
¡Cómo debemos mirar la prácitca docente y la evidencia del aprendizaje de los estudiantes, como un problema a investigar, analizar y discutir?
Rethinking Learning to Learn as a complex intervention: Raising the bar, clos...James Mannion
My slides from the researchED conference at Capital City Academy, London, Sept 10th 2016. Outlining an innovative, whole-school approach to Learning to Learn which led to an increase in standards and a closing of the Pupil Premium attainment gap, from the bottom up.
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
"Protectable subject matters, Protection in biotechnology, Protection of othe...
research ED Brighton slides - 18.4.15
1. James Mannion
Lead Professional for Science, Varndean School, Brighton
PhD student, University of Cambridge
Director, Praxis Education CIC
@pedagog_machine
@praxisED
PRAXIS: Professional Development
through Research Inquiry
2. 1. Introduce myself
2. Introduce PRAXIS
3. Discuss / feedback / Q&A d
PRAXIS: Professional Development
through Research Inquiry
3. #thisisme
• Science teacher of 10 y
• Teacher/researcher for the last 6 y
– MA in Person-centred Education
• Self-esteem and ability grouping
• Philosophy for Children (P4C) in PSHE
– PhD
• Learning to learn closing the gap @ KS3
Self-regulation / metacognition
Speaking and listening
Evidence-based pedagogy
Evidence-based curriculum
design
Knowledge vs skills Research
Practice
5. (Wilson, E. (2013). In School Based Research, E. Wilson (Ed), SAGE, p2-3)
…
In short:
This is
central
to
6. The Problem of Professional Development
From Rivkin, Hanushek & Kain (2005)
How do the researchers measure impact?
7. • Ted Wragg – teachers make >1000 evaluative decisions on any given day.
• Many consequences across a range of student outcomes – overwhelming!
• Tempting to defer to ‘professional judgment’. And yet, a number of Q’s
arise:
1. What are the consequences of these decisions on student outcomes?
How can we even find out?
2. Is this even true? 1000+? What are all these decisions? (V. Lien)
3. How can we get better at making these decisions? (CPD in a nutshell)
4. How do we know if / when we’re getting better?
5. How can we know which aspects of our practice are most useful, and
which might most usefully be jettisoned?
The Problem of Professional Development
8. #1: How do we bridge the gap between research and practice?
Ans: Practitioner-led research
#2: How can we get better at our jobs?
Ans: Practitioner-led research
#3: How can we work toward a system which optimizes educational
outcomes for all young people, while being sensitive to context?
Ans: Practitioner-led research
This leads to a bold-sounding conclusion:
I believe that all teachers should engage in systematic research inquiry, as a
fundamental tenet of their initial and continuing professional development.
To recap – 3 tricky questions:
9. To return to McIntyre’s Gap…
Teachers’
everyday
practice
knowledge
Codified
research
knowledge
10. To return to McIntyre’s Gap…
Teachers’
everyday
practice
knowledge
Codified
research
knowledge
Teacher-
researchers
d
“All teachers should engage in systematic research inquiry, as a fundamental
tenet of their initial and continuing professional development.”
Do you agree? If so – why? If not – why not?
11. Others are saying similar things…
Wiliam, D. (2014) Final slide from keynote presentation at researchED conference
12. • Practitioner-led research is not a new idea
– Lots of good practice (variable, as might be expected – spectrum effect)
– Lots of people already on board with it
• However - many obstacles to system-wide implementation:
– Current picture = patchwork, not network
– Good practice not commonly shared or widely available
– Many initiatives limited by £ or distance from HE provider fold / archives
– Access to paywalls (Vincent Lien’s petition - @fratribus)
– Accessibility of language used / format of journal articles
– Resistance among teachers – workload, endless change – latest fad?
– Research is almost always messy and complex – limitations of methods,
impenetrable statistical analyses, plethora of cognitive biases, values,
ideological battles between methodological purists, tendency toward
abstraction…
Can we make it system-wide? If so, how?
13. • None of this is insurmountable!
• But first:
What do you notice about this language…?
• Practitioner-led research
• Disciplined inquiry
• Teachers as researchers
• Action research cycles
• School-based research
• Systematic inquiry
• Lesson study
• Coaching triads
Can we make it system-wide? If so, how?
d
14. PraxisAristotle (384 – 322 BC)
3 categories of human activity:
• Theoria (end goal is truth)
• Poiesis (end goal is production)
• Praxis (end goal is action/social change)
Hannah Arendt – The Human Condition (1958)
• Western philosophy has been too focused on the contemplative (vita
contemplativa) and has neglected the active (vita activa).
• Arendt calls praxis ‘the highest and most important level of the active life’
Paulo Freire – Pedagogy of the oppressed (1970)
"One of the gravest obstacles to the achievement of liberation is that oppressive
reality absorbs those within it and thereby acts to submerge men's consciousness.
Functionally, oppression is domesticating. To no longer be prey to its force, one
must emerge from it and turn upon it. This can be done only by means of the
praxis: reflection and action upon the world in order to transform it.”
18. P Is Praxis - as a concept - a useful way of helping teachers
understand / want to engage in research inquiry as CPD?
To simplify it even further…
19. • Professional development platform for teachers
– Current strapline: ‘Professional development through research inquiry‘
What does it do?
• Guides teachers through the process of carrying
out a research inquiry (can upload existing also)
• There’s an inquiry planner
• The teacher/researcher hits publish
– Goes to their profile page (customisable)
– Published to a searchable database
(choice of levels – e.g. school, alliance, public)
Ever-increasing database of tried and tested
ideas – implemented, evaluated and written up
by teachers, for teachers (and other school
based practitioners )
Different levels – Bronze (~1K), Silver (~3K),
Gold (~5K), Platinum (~10K) – Gold & Platinum
can be submitted for M-level credits with local
HE provider (long-term aim!)
What is the Praxis platform?
The PRAXIS inquiry planner
1. Title
2. Context
3. Research question(s)
4. Brief literature review
• Support – chat window *
5. Avenue of inquiry
• Intervention / area of focus
• Step by step method
6. Research methods
7. Findings / analysis
8. Conclusions
9. Evaluation
* not yet available
22. • Had the idea around 18 months ago, gathered dust
• Was reminded of it through tweeting with Tom & Helene in Oct
• Blogged about it – huge response
– NFER, TDT/NTEN, HE providers (IoE – Chris Brown)
– A number of schools
• Primary + secondary
• UK based + international
• State schools + independent
– Lots of support on social media – Twitter, Blogs, Staffrm
• Last 6 months – set up Praxis Education CIC, developed pilot site
• Launched at researchED Camb in March
• So far 53 people have signed up - inquiries are yet to start rolling in (!)
• However these things take time, and “timing is everything” – exam season etc
• Need to ascertain whether there’s an appetite / demand for it, beyond
general expressions of support
Praxis-The story so far…
23. Mid-term:
• Secure funding to build a proper site
• Need to demonstrate demand
Short-term:
• Seek peoples’ feedback
• Try to get people uploading inquiries
• Build a community – Staffrm style!
Few promising leads:
• researchED research leads?!
• TDT / NTEN network
• SUPER_network (Camb)
• Sussex research network
• Various academy chains, teaching alliances
• Australia(?!)
• Staffrm supertags for after May half-term: #summerinquiry, #500wordresearch
Next steps…
24. To recap: “Why do we need praxis-education.com?”
Problem
• How to bridge the research-practice gap?
• Professional development – how do we
get better at our jobs? How do we know?
• Good practice not being shared –
‘patchwork not network’ / geography
• £paywalls
• Academics overcomplicating the research
process
• Workload
• Resistance to the ‘latest fad’
• Top-down accountability
Solution
The teacher/researcher
Small-scale practitioner-led
research inquiry
Shared online platform
HE support – chat window
∞ - read, reflect, do, reflect
Schools do Praxis as CPD
Research = the ‘anti-fad’
Bottom-up counterpoint
d
What do you think? Is this something that could be useful in
your setting? What potential barriers, issues, pitfalls etc…?
25. PRAXIS: Professional Development
through Research Inquiry
James Mannion
Lead Professional for Science, Varndean School, Brighton
PhD student, University of Cambridge
Director, Praxis Education CIC
@pedagog_machine
@praxisED